The aim of this study was to discuss the perspective transformation of the full-time volunteers during the process of preparation of BLISS and WISDOM EDUCATION PARK. The writer tried to discuss the perspective transformation of the full-time volunteers. The research was based on the perspectives of five full-time volunteers serving at the BLISS and WISDOM EDUCATION PARK, during the period of December 2002 to October 2004. The result can be summarized as following items: 1. The crucial chances to enter the services in BLISS and WISDOM EDUCATION PARK arised as the result of discussing The Great Treatise on The Stages of Path to Enlightenment. 2. The transformation process concerning this specific sphere was reached through self-reflection and dialog Their perspective transformation was reached successively. 3. The volunteers built up their service conception by applying infinite life, therefore, they paid attention to long-term benefiting-others conception rather than present benefit. 4. The holy ceremony such as praying for, does a positive influence on the course of perspective transformation. 5. The individual experience in the transformation was derived from constantly change of perspective after serving in the BLISS and WISDOM EDUCATION PARK, not totally the same as Mezirrow s theory. 6. Suggestions for the organization include a expressly clear supportive system, a more accessible and manifold research environment, and thus let the truth speaks for itself. Key words: BLISS and WISDOM EDUCATION PARK full-time volunteer perspective transformation life course
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----- 2 (2003) 3 Ely (1991) ( 2002) 43 4 2 144-145 p82-p86 3 / (2003) P86-P87 4 2
(1) (2) (3) (4) 3
(5) (6) (1) (2) (3) (4) Mezirrow 86 92 9 (the volunteer of full time) Ellis&Noyes(1990) volunteer (78) 4
(perspective transformation ) Mezirow Cranton(1994) Mezirow (2002) (life course) Runyan(1982) ( 91) 5 1. ( ) 5 92 2 5
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(92) (quantitative) (qualitative) Mezirow Mezirow 1978 (Clark 1993 ; Merriam & Caffarella 1999) Baumgartner(2001) (transformation ) (1986) Mezirow ( 87; 91) (90) Imel(1998) Talyor(1998) Mezirow 18
Mezirow(1991,1995,2000) (meaning perspective) (meaning scheme) (Mezirow,1991a,1995,2000)Mezirow(1994) ( 91) Mezirow (92) (1) (Mezirow,1993) (2) 19
(Mezirow,1991b) (3) Cranton(1994) Mezirow Mezirow Mezirow (Mezirow,1995,2000) 却 ( 92) (88) (1969~1977) (1978~1988) (1989~ ) () (1969~1977) Mezirow Perspectives BeckerGeerHughes(1968) (1) meaning (2) (3) 20
(p3) () (1978~1988) Mezirow (P,Freire) (J,Habermas) (M,Knowles) (A,Tough) 1. (P,Freire,1921-1997) (conscientization) ( 87) (conscientization) ( 84)Mezirow 2. (J,Habermas,1929 - ) Mezirow Mezirow ( 85) 3. (M,Knowles) (A,Tough) 21
( 87)Mezirow (p4-5) () (1989~ ) Mezirow 1991 (Transformative Dimension of Adult Learning) 1997 Mezirow (Transformative Learning:Theory to Practice) (p5-6) 2000 Mezirow (Learning as TransformationCritical Perspectives on a Theory in Progress) ( 88p3~7) a. b. (1969~1977) c. a. (conscientization) (1978~1988) a. b. c. (1989~ ) d. e. 1997 Mezirow(1975) (Mezirow 22
1991,p168-169;2000,p22) Mezirow 23
1. 2. 3. 1. 2. a. b.. 3. 瀞 24
Mezirow Habermas (Mezirow,1991:68-72) Mezirow(1996) Mezirow 1. 2. 3. 4. 25
5. 6. 7. 8. 9. 10. 11. 26
12. (90) ( 82 27
79) ( 88) ( 83) Volunteer (87) () (85) Fischer Schaffer(1993) ( 85) (87) 28
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( 2002) Micheal White(1991) ( 89) (2002) 43
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() Lieblich,Tuval-Mashiach Zilber(1998) (p62-63) (1) (2) (3) (4) (5) 53
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B109: ---- B110: B111: ---- B112: B121: B122: --- B231: B232: ------- B233: --- B233: B234: B235: ( )- ---- B236: B237: ---- B317: B318: ------ B401: B402: --- B502: --- B506: B536: B537: B538: ------ B714: B715: -- ----- B606: B607: --- - B722: ---- B825: B828: ---( ) ---- B915: --- B916: ---( )--- B920: () 55
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